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An emphasis on widening participation, on making higher education accessible to students who have never traditionally considered it as an option, is being increasingly stressed. The article examines tutors' responses to non-traditional students in an institution with a well-established access policy. The responses reveal that the emphasis was on helping students to adjust to the existing undergraduate provision rather than engaging in a radical rethink on possible approaches appropriate to a more diverse population. Recent policy initiatives (ILT and QAA [Institute for Learning and Teaching in Higher Education and Quality Assurance Agency]) are considered in order to identify to what extent they might achieve a cultural change at the micro level. In addition, their limitations are considered, in the light of competing demands. The article concludes that the current top-down approach to policy implementation, supported by related research, should be modified; account needs to be taken of how tutors, in interaction with students, interpret policy initiatives. In drawing attention to practice at the micro level, the article should be relevant to both policy makers and tutors in higher education.